Abstract
Observing classrooms and providing teachers with feedback is an important responsibility for instructional leaders and mentors in American schools (Zepeda, 2007; Pajak, 2003; Glickman 2002). Although the nature of that feedback and the perceived roles of the supervisor (e.g., summative vs. formative) have varied through the years (Hazi & Arrendo-Ruzinski, 2008; Glanz, 1998; Reitzug, 1997), there is a consensus that teachers need feedback that is timely and provides guidance. Mentoring may be the effective mechanism to offer such instructional support (Ingersoll & Kralik, 2004; Reiman, 1999).
Recommended Citation
Kelehear, Zach
(2011)
"Assessing Twelve Dimensions of Supervision in Mentoring Practice: Understanding the Gap between Current vs. Preferred Realities,"
Teacher Education Journal of South Carolina: Vol. 4:
No.
1, Article 10.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol4/iss1/10